scholarly journals Educação sobre Drogas: Possibilidades da EaD na Formação Continuada de Professores

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Francisco José Figueiredo Coelho ◽  
Simone Monteiro
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
School Context ◽  
Drug Education ◽  
Education Teacher ◽  
Public Network ◽  
The Public ◽  
Brazilian Students ◽  
Elementary And Middle School

A  partir  de  uma  revisão  exploratória  da  produção  acadêmica  nacional e internacional   e   documental   no   Brasil,   este   artigo   discute   o   potencial   e   as possibilidades da Educação  a  Distância  (EaD)  no  desenvolvimento  de  processos formativos sobre drogas para professores do ensino fundamental e médio. Tal recorte se  justifica  pelo  acesso  e  uso  de  drogas,  principalmente  o  álcool,  entre  estudantes brasileiros na faixa de 13 a 15 anos e pelo despreparo dos educadores para abordar o tema  drogas  no  contexto  escolar.  A  partir  dos  achados  da  revisão,  são  elencados diversos  argumentos  sobre  as  contribuições da formação  continuada  de  professores da  rede  pública  sobre  drogas  na  modalidade  EaD,  que  visam estimular  a  sua implementação nas unidades de ensino do país.Palavras-chave: Drogas, Educação sobre drogas, Educação a distância, Formação de professores, Formação continuada. Drug Education: Possibilities of Distance Learning Mode in Teacher Training Abstract Based  on  an  exploratory  review  of  national/international  academic  papers  and documentary  production  developed  in  Brazil,  this  article  discusses  both  the  potential and  possibilities  of  Distance  Education  (EaD)  in  the  development  of  drug  training processes  for  teachers  from  elementary  and  middle  school.  Such  perspective  is justified by the access and use of drugs, mainly alcohol, by Brazilian students between 13 and  15 years  and addresses the lack of preparation of the educators to approach the  drugs  theme  in  the  school  context.  Based  on  the  findings  of  the  review,  several arguments  on  the  contributions  of  continuing  education  of  teachers  of  the  public network on drugs in the EaD modality are presented. These results aim to stimulate the EaD implementation in the country's educational units.Keywords: Drugs, Drug Education, Distance education, Teacher trai

DISTANCE LEARNING AS AN ALTERNATIVE FORM OF CONTINUING EDUCATION: PROBLEMS AND TERMS OF REALISATION

2020 ◽  
pp. 87-92
Author(s):  
Сергей Александрович Грязнов
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Higher Education Institutions ◽  
Educational Technologies ◽  
Alternative Form ◽  
The Internet ◽  
Classical Training ◽  
Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

scholarly journals Componentes Afetivo-atitudinais na Prática de Tutores em um Curso a Distância para Professores de Matemática

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Agnaldo da Conceição Esquincalha ◽  
Celina Aparecida Almeida Pereira Abar
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Mathematics Teachers ◽  
First Year ◽  
Second Phase ◽  
Tutor Training ◽  
Discussion Forums ◽  
Specific Training ◽  
Types Of Knowledge

Neste artigo, objetiva-se investigar os conhecimentos revelados por tutores de um curso de formação continuada para professores de Matemática na modalidade a distância. Inicialmente, acompanhou-se o trabalho de 32 tutores ao longo de um ano, a fim de tipificar suas intervenções realizadas em fóruns de discussão junto aos cursistas. A partir dos resultados, em um segundo momento da pesquisa foi oferecida formação específica a um novo grupo de tutores, com o intuito de promover melhoria nas ações consideradas aquém do esperado no primeiro ano. Seis dos novos tutores se voluntariaram para ter seu trabalho acompanhando por um ano, caracterizando-se como os sujeitos desta pesquisa. Sua formação foi fundamental no quadro teórico TPACK e em autores que discutem a importância de componentes afetivo-atitudinais para a formação de professores. A pesquisa, de natureza qualitativa, fez uso da observação do trabalho dos tutores, que foi analisado por meio das tipologias discursivas encontradas nas intervenções realizadas pelos tutores nos fóruns de discussão do curso. As análises indicaram que componentes afetivo-atitudinais têm papel fundamental no exercício da tutoria nesse contexto, sobressaindo-se em relação a outros tipos de conhecimento. Palavras-chave: Tutoria em Educação a Distância; Formação de tutores; Componentes afetivo-atitudinais; TPACK. Affective and Attitudinal Components in the Practice of Tutors in a Distance Learning Course for Mathematics Teachers AbstractThis paper aims to investigate the knowledge revealed by tutors in a continuing education course for mathematics teachers at distance. Initially, it followed up the work of 32 tutors over a year, in order to typify its interventions in discussion forums, with course participants. From the results, in a second phase of research, specific training was offered to a new group of tutors in order to promote improvement in actions considered below expectations in the first year. Six of the new tutors volunteered to have their work following by a year, they are characterized as the subjects of this research. His training was based on TPACK theoretical framework and in authors who discuss the importance of affective and attitudinal components for teacher training. The research, qualitative, made use of the observation of the work of the tutors, which was analyzed by discursive typologies found in interventions by tutors in discussion forums. Analyses indicated that affective and attitudinal components play a key role in the exercise of tutoring in this context, with more emphasis than other types of knowledge. Keywords: Tutoring in Distance Education; Tutor Training; Affective and Attitudinal Components; TPACK.

From Distance Education to E-Learning as Integrated Training

2009 ◽  
pp. 160-165
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Active Role ◽  
Professional Life ◽  
Educational Training ◽  
Education Programs ◽  
New Information ◽  
Learning Techniques ◽  
E Learning

In the last few years, the methods for the delivery of professional and educational training have radically changed. More knowledge and information are required from people in order to achieve an active role in their social and professional life. At the same time, the period of validity of new information and the currency of competencies quickly decrease. As a consequence, continuing education is perceived as necessary, even if the traditional methods of delivery are sometimes limited by the distance between the learner and the training centers. For this reason many continuing education programs make use of distance learning techniques that make the adoption of distance education programs more popular.

Formação Continuada em EAD: Possíveis Contribuições para a Prática de Docentes em Matemática

2018 ◽  
Vol 19 (4) ◽  
pp. 386
Author(s):  
Fátima Aparecida da Silva Dias ◽  
João Acácio Busquini ◽  
Idalise Bernardo Bagé
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Teaching Practice ◽  
Basic Education ◽  
Professional Knowledge ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
The Public ◽  
Teachers Training

Este artigo tem como propósito apresentar um recorte das pesquisas de doutorado de Busquini (2013) e Dias (2015), as quais versaram sobre ações do Programa de Formação Continuada ofertado para docentes que atuam na rede pública da Educação Básica brasileira do Estado de São Paulo. A pesquisa documental foi utilizada para selecionar os registros disponíveis das ações, em especial, dos cursos na modalidade a distância oferecidos aos professores de matemática da Secretaria de Educação do Estado de São Paulo. No referencial teórico foram apresentadas as concepções de formação de professores, saberes docentes e o conhecimento profissional. Os resultados da análise dos registros dos cursos mostraram que estes contemplaram os quatro tipos de conhecimentos profissionais defendidos por Porlán e Rivero (1998). Como resultado, percebeu-se que ações de educação continuada com o uso da Educação a Distância podem contribuir para a prática docente em Matemática Palavras-chave: Conhecimento Profissional. Formação Continuada. Educação a Distância. AbstractThis article intends to present a research cut-off of Busquini (2013) and Dias (2015) as those that dealt with the actions of the Continuing Education Program offered to teachers of the Brazilian Basic Education, especially in the state of São Paulo, who work in the public school. The documental search was used to select the available records of the actions, in particular, the courses in the distance modality offered to the mathematics teachers of the Education Department of the State of São Paulo. In the theoretical framework, the conceptions of teachers’ training, teachers’ knowledge and professional knowledge were presented. The results of the course analysis records showed that they include the four types of professional knowledge defended by Porlán and Rivero (1998). As a result, it was noticed that continuing education actions with the use of Distance Education can contribute to teaching practice in Mathematics. Keywords: Professional Knowledge. Distance Education. Continuing Education

TO THE QUESTION ABOUT THE EPISTOLARY CULTURE OF STUDENTS IN CONDITIONS OF DISTANCE EDUCATION

2020 ◽  
pp. 13-18
Author(s):  
V.F. Martyushov ◽  
◽  
E.E. Mikhailova ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Electronic Communication ◽  
Speech Communication ◽  
Education Teacher ◽  
The Guardian ◽  
Epistolary Culture

Our question is what tasks a higher education teacher should set himself in the context of electronic communication. The teacher and student / master's student are seen as mediators between different epistolary styles. The teacher is seen as the guardian of the traditional style of emailing, and the student youth — as the creator of the new one. Examples are given to characterize the epistolary culture of students in the format of distance learning. As a result, it is argued that during educational correspondence between a teacher and a student, new standards of speech communication and new expressive means generated by the digitalization are formed.

Distance learning in crises (opportunities and challenges) from the point of view of male and female teachers in Hafar Al-Batin Province: التعلم عن بُعد في ظل الأزمات (فرص وتحديات) من وجهة نظر المعلمين والمعلمات بمحافظة حفر الباطن

2021 ◽  
Vol 5 (28) ◽  
pp. 23-1
Author(s):  
Mansour Abdullah Akhdhir Mansour Abdullah Akhdhir
Keyword(s):  
Distance Education ◽  
Saudi Arabia ◽  
Distance Learning ◽  
Public Education ◽  
Education Sector ◽  
Kingdom Of Saudi Arabia ◽  
Male And Female ◽  
Arithmetic Average ◽  
The Public ◽  
Female Teachers

This study aimed to identify the advantages of distance education and the challenges that hinder its success in the Kingdom of Saudi Arabia in light of the Corona pandemic crisis from the viewpoint of male and female teachers in the public education sector in Hafar Al-Batin Governorate in the Kingdom of Saudi Arabia. The researcher used the descriptive and analytical method, and the tool consisted of a questionnaire consisting of (19) items distributed in two areas: challenges and advantages. It was distributed to a random stratified sample of (110) male and female teachers in the public education sector in Hafar Al-Batin Governorate in the Kingdom of Saudi Arabia. The results of the research showed that the field of advantages and opportunities provided by distance learning obtained a large arithmetic average of (3.43), while the degree of agreement of the sample on the field of challenges facing distance education was medium with an average of (3.20). The results showed no statistically significant differences at the level of significance (α ≤0.05) among the means of the research sample estimates of the advantages and challenges of distance education and learning in light of the Corona pandemic crisis. In the end, the researcher recommended the necessity of using distance learning in the programs of the Ministry of Education, training teachers and developing their skills in using computers and extracting information from information networks.

Problems of Distance Education

2018 ◽  
Vol 7 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Rostislav Fojtík
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Computer Science ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Educational Requirements

Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.

MEGATREND OF DISTANCE EDUCATION: ADVANTAGES, DISADVANTAGES, RISKS

2020 ◽  
pp. 7-18
Author(s):  
Dmytro Dzvinchuk
Keyword(s):  
Social Networks ◽  
Distance Education ◽  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Free Access ◽  
Technical Aspects ◽  
Modern Information ◽  
Process Loss ◽  
Independent Work

The article considers some psychological, pedagogical and technical aspects of the introduction of distance learning. It is emphasized that the main purpose of creating a system of distance education is to ensure free access to educational resources through the use of modern information technologies and social networks and to create conditions for citizens to exercise their rights to education. The main disadvantages of distance education are depersonalization, lack of proper motivation of participants in the educational process, loss of educational and socialization functions of education, hyperbolization of independent work, low level of control over the educational process.

scholarly journals From Resistance to Digital Technologies in the Context of the Reaction to Distance Learning in the School Context during COVID-19

2021 ◽  
Vol 11 (4) ◽  
pp. 163
Author(s):  
Giusi Antonia Toto ◽  
Pierpaolo Limone
Keyword(s):  
Distance Learning ◽  
School Context ◽  
Digital Technologies ◽  
Point Of View ◽  
View Factor ◽  
Regression Analyses ◽  
Teachers Perceptions ◽  
Professional Perception ◽  
The Relationship ◽  
Professional Perceptions

In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers’ perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.

Management of e-resources in academic libraries in Ghana: Copyright implications

IFLA Journal ◽  
2021 ◽  
pp. 034003522110271
Author(s):  
Theresa L Adu ◽  
Thomas B van der Walt
Keyword(s):  
Distance Education ◽  
Mixed Methods ◽  
Distance Learning ◽  
Academic Libraries ◽  
Online Courses ◽  
Qualitative Interviews ◽  
Digital Resources ◽  
Mixed Methods Approach ◽  
Sequential Mixed Methods ◽  
Library Staff

This study investigated the copyright issues surrounding the management of e-resources in academic libraries in Ghana. Forty-seven library staff and head librarians from four academic libraries were engaged using questionnaires and qualitative interviews in a sequential mixed-methods approach to generate data for this study. The findings indicate that in all four institutions copyright issues arose with the provision of distance learning, online courses and e-reserves services. All the respondents stated that they or their colleagues had had faculty ask questions on copyright issues. However, the professional librarians indicated that the library was not consulted and the instructors for online courses or distance education programmes did not cooperate with librarians; rather, the department posting the materials made the decisions on copyright regarding the usage of digital resources for distance learning, online courses or e-reserves. This does not augur well for the management of copyright of e-resources in academic libraries in Ghana.

Sign in / Sign up

Export Citation Format

Share Document